高中英語教學設計模板4500字精選11篇

高中英語教學設計。

不為明天做好準備的人是沒有未來的，在日常的學習工作中，幼兒園教師都會提前準備一些能用到的資料。資料包含著人類在社會實踐，科學實驗和研究過程中所匯集的經(jīng)驗。參考相關資料會讓我們的學習工作效率更高?？墒?，我們的幼師資料具體又有哪些內(nèi)容呢？你也許需要"高中英語教學設計模板4500字精選11篇"這樣的內(nèi)容，歡迎你閱讀與收藏。

高中英語教學設計模板 篇1

一、教學設計意圖

在《高中英語新課程標準》中講到“高中英語課程要有利于學生優(yōu)化英語學習方式，使他們通過觀察、體驗、探究等積極主動的學習方法，充分發(fā)揮自己的學習潛能，形成有效的學習策略，提高自主學習的能力;要有利于學生學會運用多種媒體和信息源，拓寬學習渠道并形成具有個性的學習方法和風格?！卑研畔⒓夹g作為英語教學的認知工具和知識載體，圍繞英語學科知識進行整合實驗，不僅可以擴大英語閱讀的“面”和“量”，而且也培養(yǎng)了學生諸如“信息的獲取、信息的重組和加工以及信息的交流”等多種信息素養(yǎng)。網(wǎng)絡學習是一種學習過程交互化的學習模式。學生帶著問題借助網(wǎng)絡查詢信息，進行信息交流，由此“任務驅(qū)動、自主探究、協(xié)作交流”等學習策略在這里得到了更充分的體現(xiàn)。使教師把信息技術和網(wǎng)絡作為自己真正的工具，把信息技術融入學科教學中來。

二、教學目標設計：

知識與技能：

①掌握快速閱讀的方法，熟悉“發(fā)表看法，提出建議”的口語技能。

②充分利用網(wǎng)絡資源，強化學生自主學習的意識，培養(yǎng)學生組織語言、運用語言的能力。

過程與方法：

①培養(yǎng)學生篩選局部和整體信息的能力和獨立閱讀能力，通過自主學習和協(xié)作學習，獲取信息和處理信息的能力。

②培養(yǎng)學生質(zhì)疑意識，分析問題、解決問題、綜合問題的能力和創(chuàng)造性思維能力。

情感價值觀：

通過本節(jié)課的學習，培養(yǎng)學生的人文和信息素養(yǎng)。

三、教材內(nèi)容及重點、難點分析：

教材內(nèi)容：

本課教學內(nèi)容是新課標《高中英語必修3 Unit 5》，Canada---The True North 與以往接觸過的介紹國家的文章相比，本課的內(nèi)容沒有整體介紹加拿大的地理概況和風土人情，而是透過一個旅人的眼睛來看加拿大。相比較而言，這樣的課文難度更大。

教學重點：

①對課文內(nèi)容的整體把握。

②學生組織語言、運用語言的能力。

【重點突破】任務驅(qū)動，層層深入。

利用“任務驅(qū)動”方法，使學生利用資源自主探究、解決一系列層層深入的問題。在教學中，教師作為問題的精心設計者和疑難問題的點撥者，培養(yǎng)學生組織語言的能力。

教學難點：

①對課文內(nèi)容中細節(jié)的理解。

②對網(wǎng)上各種信息源的比較篩選，及學生易受無關因素的干擾而導致的學習效率問題。

【難點突破】 設置情境，循序漸進，層層遞進。

設置富有情趣的情境，激發(fā)他們的閱讀欲望，積極主動地進行自主探究。循序漸進的設計問題 , 激發(fā)學生的創(chuàng)造思維，層層深入地引導學生進行自主和協(xié)作學習。

四、教學策略及教法設計：

【教學策略】

①本節(jié)課的教學以建構(gòu)主義學習理論為指導，以學生為中心，以問題為出發(fā)點，使課堂教學過程成為學生自主地進行信息加工、知識意義構(gòu)建、創(chuàng)新能力發(fā)展的`過程。教師在教學過程中則適時介入，引導、啟發(fā)、組織、幫助、促進。

②設計創(chuàng)造性思維問題。所謂創(chuàng)造性思維問題即是指有利于學生創(chuàng)造性思維發(fā)展的問題。創(chuàng)造性思維問題的設計應遵循這樣幾個原則：題型具有開放性、解題富有挑戰(zhàn)性。

【教法】：

①演示法：把制作的課件、動畫等顯示給學生看，便于學生對微觀知識的把握，并從舊知中獲得啟迪，從而解決問題。

②評價閱讀法：將學生通過對材料的收集、整理和內(nèi)化而形成的學習成果，在全班學生中展示，使學生獲得成功的喜悅，從而激發(fā)學生的后續(xù)學習熱情。

③任務驅(qū)動教學法：將所要學習的新知識隱含在一個或幾個問題之中，學生通過對所提的任務進行分析、討論，并在老師的指導、幫助下找出解決問題的方法，最后通過任務的完成而實現(xiàn)對所學知識的意義建構(gòu)。

五、教學過程設計：

第一步：熱身活動：猜單詞。

在這個步驟中，我給出兩組前一節(jié)課學過的詞，分別讓兩組同學上來猜。所采用的方式類似于《幸運52》：單詞是出現(xiàn)在屏幕上的，其中一個同學背對著屏幕，他是猜者;另一個同學則是解釋者，他要用英語或輔以動作將單詞的意思表現(xiàn)出來。兩組同學之間展開競爭，看誰猜得又快又多。這個活動不僅可以復習上節(jié)課的內(nèi)容，更重要的是活躍了課堂氣氛，令同學們很快融入課堂氛圍。

第二步：讀前活動(一)：自由展示。

在上這一課之前，我給學生布置的預習任務是介紹你最想去的地方。Which country or place would you like to visit most? Why?學生們自由組成小組，上網(wǎng)查找相關資料，然后對所搜集的信息進行整理，最后形成自己的powerpoint展示文件。在課堂上，由本小組的發(fā)言代表上來進行展示和介紹。這一環(huán)節(jié)是這節(jié)課的重頭戲。

第三步：讀前活動(二)：自由交談。

給學生提出這樣一個問題：如果你有機會去加拿大，你最想看什么?If you have a chance to visit Canada, what would you expect to see there? 先要求他們在小組內(nèi)討論，然后再在全班同學面前發(fā)言。

第四步：讀前活動(三)：小組討論。

經(jīng)過了前面的大量的有關加拿大的信息的沖擊，你愿意用哪三個詞語來描述加拿大?What three words would you use to describe Canada? Why? 請小組代表發(fā)言。

高中英語教學設計模板 篇2

高中英語尋求建議教案篇1

教學目標

1. 語言知識目標：

1) 能掌握以下單詞： newspaper, use, soup, wash, movie, just

能掌握以下句型：

① —What are you doing? —I'm watching TV.

② —What's he doing? —He's using the computer.

③ —What are they doing? —They're listening to a CD.

④ —This is Jenny. —It's Laura here.

2) 能掌握語法：現(xiàn)在進行時態(tài)的用法。

3) 能運用所學的知識，描述人們正在干的事情。

教學重難點

1. 教學重點：

1) 詞匯、詞組搭配和現(xiàn)在進行時的用法。能用現(xiàn)在進行時的各種形式進行準確的描述和表達正在發(fā)生的動作。

2) 能掌握現(xiàn)在進行時態(tài)及一些表示具體動作的詞組搭配,如: doing homework, using the computer, watching TV, eating dinner… 等

2. 教學難點：

現(xiàn)在進行時中現(xiàn)在分詞的結(jié)構(gòu)及讀音，能在交際中準確地運用現(xiàn)在進行時來描述或表達正在進行的動作。

教學工具

多媒體

教學過程

Ⅰ. Warming-up and Lead in

1. Greet the Ss and check the homework.

2. Watch a video program.

Ⅱ. Presentation

1. Show some pictures on the big screen. Present the new words and expressions.

2. Ss watch and learn the new words and expressions.

3. Give Ss some time and try to remember the new words and expressions.

4. (Show some pictures on the screen and ask some students to perform the actions.)

e.g. T: What are you doing?

S: I am doing homework. (Help him/her to answer)

T: What is he /she doing?

Ss: He /she is doing homework.

Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way.

5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with pictures.

6. Check the answers with the Ss.

Ⅲ. Game (guess)

1. T: Now let's play a game. What's she/he doing? You must watch the big screen carefully.

(Show some pictures on the big screen quickly) Let Ss guess what's he/she is doing?

2. Ss watch and guess the actions.

3. Ask and answer about the pictures.

—What's he/she doing?

—He's/She's …

Ⅳ. Listening

1. T: What are Jenny, John, Dave and Mary doing? Now let’s listen to the tape, find out the right activities from 1a.

2. Play the recording for the Ss twice.

3. Ss listen to the recording and write the numbers from 1a.

Ⅴ. Pair work

1. Ask the Ss to read the conversations in 1c with a partner. Then look at the pictures in 1a. And conversations about other person in the picture.

2. Ss make conversations by themselves and practice the conversations.

Ⅵ. Listening

1. Work on 2a;

T: Jack and Steve are talking on the phone. What are they doing now? Listen to the conversations and match the answers with the questions.

(Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and match the answers with the questions. )

Check the answers.

2. Work on 2b.

Let Ss read the conversation in 2b first. Then play the recording for the Ss twice.

The first time Ss only listen and write down the words in the blanks. Then play the recording again for the Ss to check the answers. (If necessary, press the Pause button to help.)

Ⅶ. Pair work

1. Now, role-play the conversation with your partners.

2. Let some pairs to act out the conversation in front of the class.

Ⅷ. Role-play

1. Ask Ss to read the conversation in 2d and answer the questions below.

① Are Jenny and Laura talking on the phone?

(Yes, they are.)

② What's Laura doing now?

(She's washing her clothes.)

③ What's Jenny doing?

(She's watching TV.)

④ When do they meet at Jenny's home?

(At half past six.)

2. Ss read the conversation and answer the questions above.

3. Check the answers with the Ss.

4. Let Ss work in pairs and role-play the conversation.

Homework:

1. Review the words and expressions in this period.

2. Understand the knowledge about the present progressive tense.

3. Make five sentences on what are you doing now.

高中英語尋求建議教案篇2

本課時主要是通過展示家庭居室結(jié)構(gòu)，讓學生學習各個房間的英文名稱study, bathroom, bedroom, living room, kitchen. 家是每個學生最熟悉的地方，學生要學會運用本課所學知識來簡單描述自己的家，結(jié)合學過的語言描述各個房間。

“Let's do”部分的教學是結(jié)合“Let's learn”中所學過的單詞進行擴展，讓學生知道一些相關單詞的指示用語。讓學生在聽懂這些用語的基礎上，進行模仿和聽、做活動。還可設計多種課堂活動，使學生掌握這一部分的內(nèi)容，同時激發(fā)學生學習英語的興趣。

教學目標：

1.能簡單描述自己的房間。

2.能聽、說、認讀本課主要單詞：study, bathroom, bedroom, living room, kitchen，并能在日常生活中運用。

3.能聽懂Let's do中的指示語，并按照指令作出相應的動作。

教學重點：

1、聽、說、認讀單詞：study, bathroom, living room, bedroom, kitchen。

2、學習表示指令的詞組。

教學難點：

單詞study, bathroom, bedroom的發(fā)音。

教學方法：

引導法 啟發(fā)法 直觀教學法

學法分析：

小組合作學習法 討論學習法 自主學習法

教學過程：

1 Warm-up/Revision

教師引導

1、集體唱英文兒歌。

2、復習上節(jié)課所學單詞

2 Presentation

1、出示study 的圖片，手指著書房里的書問學生：What are they? 教讀單詞 study, 并板書。

教師用動作幫助學生理解詞義：We read the books in the study.

2、按照相同方法，教授單詞 bathroom, living room, bedroom.

3、師把第46頁Let’s learn部分的掛圖貼到黑板上說：This is my home. How many rooms can you see? What are they?

4、教師說指令。

學生回答提問：They are books 并跟老師認讀study。

學生依次回答問題并跟老師認讀單詞bathroom, living room, bedroom.

學生用動作和語言表達句子，并說出相應的房間。

聽錄音，跟讀Let’s do部分。

3 Practice

出示練習題 習題練習并拓展

教學內(nèi)容與教師的活動 媒體的運用學生的活動 教師進行邏輯選擇

教學評價：

1、 學生評價：以小組為單位完成老師所提出的問題，然后進行小組交流，組內(nèi)進行互評。

2、 教師評價：教師對完成情況進行適當正確的評價，并給與激勵性 的語言，手勢。

教學反思：

通過本節(jié)課的學習，學生基本掌握了所學到的新詞，熟讀且能理解課文內(nèi)容，并能夠運用到實際情景當中，教者能夠利用多種教學方法，提高了學生學習的興趣，達到了預期的效果

高中英語尋求建議教案篇3

教材分析：

本模塊教學內(nèi)容，以超市購物為情境，讓學生通過學習，用How many…?How much …? 進行對可數(shù)名詞與不可數(shù)名詞數(shù)量的提問;能夠用英語根據(jù)自己的需要制作購物單;能夠在真實情境中，用How many…do you want? How much … do you want? 對他人所需物品數(shù)量進行詢問。

學情分析：yJs21.com

五年級學生已經(jīng)掌握了大量的食物類單詞，而超市購物又是學生比較感興趣的一項活動。因此，讓學生模擬購物，既可當售貨員，又可當顧客，可極大提高學生的學習積極性。

教學目標：

(1) 知識目標：掌握本單元新詞need,food,shopping list,cheese,how much,kilo,juice;學會用How many…? How much…?來提問可數(shù)名詞與不可數(shù)名詞數(shù)量。

(2) 能力目標：能用英語寫購物單;能夠用英語進行購物;能夠幫助別人購買所需物品，即代購。

(3) 情感目標：培養(yǎng)學生的團隊協(xié)作能力;引導學生事前做好準備，方可事半功倍的情感體驗;通過模擬購物實踐活動，讓學生學會理財，積累生活經(jīng)驗。

教學重點：

掌握本單元新詞;能聽懂、會說本單元課文句子。

教學難點：

能運用所學句型來提問可數(shù)名詞與不可數(shù)名詞數(shù)量。

教學過程：

一、課前熱身：1.Greeting:goodmorning boys and girls.

2.Sing the song of where did you go.

3. Ask the students “what did you do yesterday?”

二、課文導入

1. Tell the children: I went shopping yesterday. I went to Qinglong Street.教師板書課題“shopping”，接著說：“I went to the supermarket. I bought lots of things.”請學生說出所在城鎮(zhèn)一個比較有名的超市名稱，教師板書“supermarket”并領讀，然后讓學生用英語說說超市中一些常用物品的名稱。

2. Tell the children that Lingling and Ms Smart will go shopping. Today we are going to learn how to buy things in a supermarket in English.

三、課文教學

1.學生帶著問題觀看Uint1活動1插圖： Open your book then look at the pictures and ask them who they see and what they are doing?

2.教師播放課文錄音，學生初步理解課文。Then ask the children: Where are Ms Smart and Lingling? What need they buy?請學生找出Ms Smart和Lingling需要買的食物，根據(jù)學生回答，教師板書“bananas,cheese,noodles”，教學新單詞cheese。

3. 教師出示shopping list一張，問學生：“what’s this?”如果學生不會用英語表達，則教學新詞shopping list，指導學生的發(fā)音，采取多種方法練習：全班齊讀、小組讀、開火車讀、個別讀。

4.教師講解：“how many”和：“how much”都是用于詢問“多少”的，但在用法上有所區(qū)別?！癶ow many”用來提問可數(shù)名詞的數(shù)量，而“how much” 用來提問不可數(shù)名詞的數(shù)量。請學生回憶學過的名詞，并個別回答。教師拿出各種文具、食品、服裝、玩具和水果等卡片，讓學生區(qū)別哪些是可數(shù)名詞，哪些是不可數(shù)名詞。教師用實例幫助學生理解這兩個詞組的用法。例如：“hou many apples do you want?how much milk do you want?”等。

5.再次播放課文錄音，在每句話后停頓，請學生跟讀并模仿錄音中的語音、語調(diào)，然后學生齊讀課文。

6. 小表演：請學生一人扮演Ms Smart，一人扮演Lingling,練習朗讀課文。然后請幾組學生分角色將課文對話在全班面前表演，教師及時表揚，提高學生學習英語的興趣。

四、課堂練習

1.完成活動2： Ask the children to look at the shopping list and read the food and quantities correctly.

2.完成活動3： Learn to buy things.

3.出示課件：一段購物的視頻，提醒學生注意人物的表情、語言、動作。學生小組討論，合作學習。

4.模擬購物：Ask the students to go to different shops and buy different things. 把全班分成四個組，即四個“商店”， 每組由一名學生當售貨員，其它學生充當顧客。(購買完一次輪換角色)顧客可以到任何一家“商店”“購買”自己喜歡的物品。教師到各組去指導，同時教師也當顧客購買物品。

5.教師總結(jié)全課，表揚做得好的學生。

五、家庭作業(yè)

1. 抄寫課文的新單詞。

2.社會實踐： 周末與家人到超市購物。

3.小練筆：把購物過程用已學英語記錄下來，同學之間互相交流、學習。

高中英語尋求建議教案篇4

教學內(nèi)容：

This lesson is about Module 7 Unit 1 “This dog can help him.” of New Standard English, Book 9. This lesson is for the students of Grade Five.

教學目標：

1、Knowledge aims:

a. To enable students to master and use these new words : blind , special.

b. To enable students to master the usage of “can” .

c. To enable students to use the target sentences correctly : This dog can help him . Can Fifi help the blind people ? No , he can’t . He only wants to play .

2、Ability aims:

a. Talking about abilities with “can” , “can’t ” and know the objective case.

b. To improve students’ language ability.

3、Emotion aims:

a. To encourage students to cooperate with the others , help each other and learn from each other.

b. To educate students to protect animals and help disabled people .

教學重點：

To master and use the new words , sentence pattern and the usage of “can”。

教學難點：

To use the sentence patterns to talk about ability.

教學準備：

cards , CD-ROM, CAI, task-paper, tape—recorder.

教學過程：

Step1. Warming up

1、Greeting.

2、Please sing a song and do the actions.

3、Look and say some phrases more .

4、Free talk. What can you do ? Or what can’t you do?

Step 2. Presentation

Dear boys and girls, Do you love animals?

We can see some dogs and cats in our life. What can they do ?

Today we’ll learn Module 7 Unit 1. ( Write on the blackboard)

Step 3. Practice

1、Listen to the text and try to answer the questions:

Q1: How many dogs are there in the text? Answer the question------2 dogs.

2、Show Ss by PPT：Look at this dog. Is this dog lovely? It’s a pet dog. Its name is Fifi. Look at the other one.

Is it lovely? It is very special. Learn special(Pay attention to the pronunciation of “e”)

3、Show Ss a picture of blind people by PPT and ask “What’s the matter with this man ?”Learn blind

4、Who can help him? Look! This dog can help him. (Write on the blackboard.) Learn the target sentence. (Read in the different ways. ) Pay attention to “ him”。

Learn the usage of objective case . Then do a practice .

a. My mum is ill. I will help__. (she her)

b. Who can help __? ( I me)

c. The boy is cute. Dad bought a pen for___. (him he)

d. These are blind people. But Fifi can’t help_____. (they them)

5、Listen again and circle “can, can’t” . Answer the question:

Q2：Can Fifi help the blind people?

6、Learn the sentences: Can Fifi help the blind people? No, he can’t. / Yes, he can. (read in pairs )

Fifi is a pet dog. So he only wants to play. Read this sentence.

Pay attention to “wants”。 (Learn the third person singular of the simple present tense.)

Read the target sentences on the blackboard. Let’s sum up the usage of “ can ”。

7、Development activities : read these sentences and feel the usage of the original form of verbs.

a. Let’s see.

b. I will go to school tomorrow.

c. He is going to swim.

d. I want to drink water.

8、Listen to the text and repeat.

9、Read in roles. Learn TV presenter.(畢福劍) Who wants to be Lingling/ Amy/ TV presenter?

Step 4. Production

1、Dogs are very clever. What about the other animals? Let’s see. Try to say“ This… can/ can’t…”

2、Guessing game. Try to say “ This…can/can’t…” Guess “ Can...?”

3、Do some practice. (Task paper)

4、Reading practice : There is a TV show.

This is the TV presenter---- little pig. Please read and complete.

5、Talk about your pet . What’s your favourite animals ?

Please talk about your pet.

Step 5. Summary and homework

1、Sum up：What have we learned today?

2、Homework:

Copy the key words and the target sentences for 3 times.

Write a passage about your pet.

3、There are many disabled people in our life. Let’s have a look. Show them some pictures of disabled people who named TaiLihua, Yangguang, LiuWei and PingYali etc.

They are broken in health but not in spirit .

4、Learn English proverbs:

a. Broken in health but not in spirit.

b. Be the useful to the society.

板書設計：

Module 7 Unit 1 This dog can help him.

special Can Fifi help the blind people?

blind No, he can’t. Yes, he can.

He only wants to play.

高中英語教學設計模板 篇3

教學內(nèi)容:

Unit 5 Canada—“The True North”, Book3，課文 A Trip On “The True North ” 的詞匯和短語（rather than, continent, baggage, chat, scenery, eastward, westward, upward, surround, the Rocky Mountains, harbour, measure, aboard, settle down, manage to do, catch sight of, eagle, Stampede, cowboy, have a gift for, within, border, slight, slightly, acre, urban, Thunder Bay, Lake Superior）

教學目標：

1.使學生能夠正確地朗讀并掌握所學詞匯的中文意思;

2.通過創(chuàng)設語境與習題練習相結(jié)合的方法掌握重點單詞的音、形、義、用；

3.對學生進行從語境中猜測詞意這一詞匯學習方法的初探；

4.教授構(gòu)詞法的基本知識，培養(yǎng)學生詞匯生成能力，拓寬詞匯量；

5.結(jié)合詞匯教學和文章理解，使學生了解加拿大的基本情況。

教學重點：

使學生掌握本課詞匯

教學難點：

使學生掌握詞匯學習的方法并培養(yǎng)詞匯學習的興趣

教學方法：

任務型教學

課前準備：

1.前一節(jié)課已通過略讀、跳讀、細讀等方式對課文A Trip On “The True North ” 有了整體感知，并能基本完成P35的Comprehending部分。

2.教師事先根據(jù)高考詞匯要求及詞匯的`使用頻率對所學28個詞匯進行分類分組，分為只讀詞匯，認知詞匯和運用詞匯。計劃針對不同級別或頻度的詞匯采用不同的策略。分組如下：

Group A: baggage, continent, harbour, eagle, border, acre

Group B: eastward, westward, upward

Group C: chat, scenery

Group D: surround, measure

Group E: rather than, settle down, manage to do, catch sight of, have a gift for

Group F: aboard, within, slight, slightly, urban

Group G: the Rocky Mountains, Stampede, cowboy, Thunder Bay, Lake Superior

教學過程：

Step Ⅰ: Lead-in: Brainstorm.

Q1: Do you like travelling?

Q2: What words will you think about when I refer to the word “travel”?

Ss brainstorm the words and write them down.( ID card, passport, camera, IPAD, notebook, map, jet lag, sports shoes,…)

設計思路： 用頭腦風暴游戲?qū)胄抡n，開拓學生思路并為接下來的詞匯學習做準備。

StepⅡ: Learning about Group A: baggage, continent, harbour, eagle, border, acre

First, listen to tape about these new words.Make Ss recognize the pronunciation.

Then, learn these words by guessing and paraphrasing.

1.Baggage Teacher gives clues like this:

They’re a general word for a group of bags.

We put clothes, camera and other things we need in these.

We carry them when we travel.

Ss: Baggage.

2.Eagle Teacher gives clues like this:

It is a large strong bird.

It has very good eyesight.

Its mouth is very sharp.

Ss: Eagle.

3.Continent, harbour, border, acre

Teacher goes to the map hanging on the wall.

⑴ continent:

T: Look at the map.Can you find China? Where is it?

Ss: Yes, it’s in Asia.

T: Can you find the UK and France?

Ss: Yes, they’re European countries.

T: Great.Asia is one of the continents in the world.And Europe is another.There are five continents altogether on the earth.Do you know the meaning of “continent”?

Ss: Yes.

⑵ harbor:

T: ( points to Dalian ) Look at Dalian on the map.If you travel from this city, what kind of transportation will you take?

Ss: bus, plane, ship, train….

T: Yes, you can choose ship because Dalian is next to the sea.So the place of shelter for ships is harbor.Got it?

Ss: Yes.

⑶ border: (point to the border of China) Teacher gives clues like this :

It is lines between two provinces or countries which are next to each other.

Ss: border.

⑷ acre:

T: Do you know how large our country is?

Ss: 9,600,000 square metres.(Answer the question with teacher’s help)

T: And ‘a(chǎn)cre’ is another word to describe how large the land is, especially used in English- speaking countries.In Chinese, 英畝。

設計思路：此組均為名詞，掌握其音、形、義即可。通過使用根據(jù)英語釋義的方法猜單詞，使單詞學習不再枯燥乏味，反而很有趣，很刺激，對學生的學習積極性是一種調(diào)動。

Step Ⅲ: Learn the new words in Group B: eastward, westward, upward

1.Teacher writes the three words on the blackboard.Lead the Ss to find out the word-forming rules.

T: -ward(s) 是表示方向的后綴， means “in a certain direction”, 常與方向詞如： east, west, up, down, in, out等詞派生出eastward(s), westward(s), upward(s), downward(s), inward(s) 和outward(s).

So, eastward means “to the east”.How about ‘upward’?

Ss: To the upper place.

設計思路: 利用構(gòu)詞法學單詞，尋找并總結(jié)構(gòu)詞規(guī)律，既有利于提高學習效率，又能拓展詞匯量。

Step Ⅳ Learn the new words in Group C: chat, scenery &Group D: surround, measure

1. Group C: Summarize the differences between chat and talk;

Summarize the differences among scenery, view, sight, scene.

⑴chat vs.talk

Notes: chat vi.& n. 非正式場合的閑聊（常為交流個人情況）。

talk vi.& n.(含義較多) 談話，聊天等。

但用法較相似： chat / talk with/ to sb.

chat / talk about sth.

have a chat/ talk with sb.about sth.

Exercise:

① The two sides in the war have agreed to hold a peace talk.

② I haven’t seen him for years and we had a long chat about old times.

③ My boss talked to me for almost an hour.

④ Look at those girls.They were chatting happily on the beach.

⑵ scenery, view, sight, scene.

Notes: scenery: 指一個地區(qū)全部的自然景色，如高山、森林、溪谷等，是不可數(shù)名詞。

view: 多指從遠處或高出等某個角度所看見的“景物，景致”。

scene: 除表示“景物、景致”外，還有“場面”之意，大多包括人及人的活動在內(nèi)。

sight: 指人們游覽觀光的風景，特別值得一看的景物，也可指“情景；景象；視力”。

Exercise:

① You’ll get a fine view of the town from the mountaintop.

② We visited the historical sights of China last summer.

③ The scenery of this country is unparalleled(無雙的).

④ The boats in the harbor make a beautiful scene.

設計思路：因不能區(qū)分同義詞之間的語義差異，也是造成學生使用單詞出錯的原因。通過同義或近義詞的詞義辨析，使學生弄清楚易混詞，從而提高學生活學活用的能力。

2. Group D: surround, measure

Notes: ⑴ surround vt.& vi.包圍，圍繞

常用于被動語態(tài)be surrounded by

eg.The church is surrounded by a white fence.

[語境串記] Once upon a time, a king who was polite to surrounding (adj.周圍的) countries lived in a castle surrounded（v-ed 被……環(huán)繞） by a large forest and having wonderful surroundings（n.環(huán)境）.

從前，在一個綠樹環(huán)繞，環(huán)境優(yōu)美的城堡里住著一位國王，他對領邦十分友好。

⑵ measure: vi.& vt.測量，衡量，判定

n.計量制， 尺寸，措施

① measure sth.by sth.用……來衡量

eg.Education should not be measured purely by examination results.

② take measures/ steps/ action to do sth.

eg. The government has taken measures to stop the spread of AIDS.

設計思路：該組詞匯同Group C 一樣，屬高頻運用詞匯。結(jié)合微型語境學習搭配是最直接有效的方式，有利于培養(yǎng)學生用英語思維的能力以及感知語言的能力。

Step Ⅴ Learn about the phrases: rather than, settle down, manage to do, catch sight of, have a gift for in Group E

Task: This is a short story.Fill in the blanks using the phrases above.

Rather than go shopping with his parents, little Tom decided to study for the math exam at home.However, he wasn’t really good at math and found it hard to settle down to (doing) his work.Suddenly, he caught sight of the gold medal hanging on the wall, which reminded him of piano competition, little Tom has a gift for piano but not math.What a pity! Little Tom said to himself： I keep practicing and then I‘ll manage to get good results.

設計思路：用小故事的方式將短語串在一起，內(nèi)容有趣，可讀性強，結(jié)合語境教學法，培養(yǎng)學生活學活用的能力。

StepⅥ: Learn the new words in Group F: aboard, within, slight, slightly, urban

結(jié)合課文語境學習該組詞匯。

設計思路：本組詞匯為prep, adj.和adv., 重點掌握音、形、義， 結(jié)合課文內(nèi)容教學，即可掌握。

Step Ⅶ Learn the new words in Group G: the Rocky Mountains, Stampede, cowboy, Thunder Bay,Lake Superior.

Read these words after the teacher.

設計思路：本組詞匯均為詞， 不要求掌握，但為了不影響課文的理解和朗讀，只需掌握其音、義即可，簡單處理。

Step Ⅷ: Deal with Exercises 2&3 on P36.

Ask the Ss to finish the exercises all by themselves.And then check the answers.

設計思路：通過兩個練習的處理，總結(jié)本課所學詞匯。

StepⅨ： Conclusion and Homework.

高中英語教學設計模板 篇4

一、 課程類型：

高三復習課

二、 教學目標：

一) 認知目標

1.句型和語言點(見教學重點)。

2.用所學的知識與伙伴進行交流、溝通，學會改錯、寫作。

二)情感目標

利用多媒體手段營造積極和諧教學氛圍，使學生不自覺地進入情景之中，充分調(diào)動學生的思維活動和情感體驗，引起學生的共鳴。

三)智力目標

在運用語言的過程中培養(yǎng)學生的觀察力、分析力、想象力和自學能力，幫 助學生加強記憶力，提高思維能力和運用英語的綜合能力，激發(fā)創(chuàng)造能力。

三、 教材分析：

這是高三復習階段的一節(jié)寫作課。這節(jié)書面表達課就從審題謀篇等方面入手來完成教學目的，側(cè)重于引導學生在把握書面表達的寫作前準備即謀篇審題能力，使學生在動手寫作前迅速構(gòu)思按照規(guī)范的模式來完成謀篇審題：在教學中不僅僅強調(diào)寫,對于與寫作緊密聯(lián)系的聽、說、讀、改錯都有兼顧。采用任務型教學法和小組合作探究學習法，從而激發(fā)學生的學習興趣，同時也能擴大課堂的語料輸入量及學生的語言輸出量。

四、 教學重點：

1. 學會審題和謀篇

2. 掌握多樣化的表達方式

3. 熟練各段中的固定寫作套路

五、 教學難點：

1. 如何幫助學生運用寫作策略，促進學生自主寫作。

2. 使學生了解謀篇的重要性，培養(yǎng)謀篇的能力和習慣。

六、 教學方法：

1、活動教學法：

2、任務型教學法：

七、 教學設計：

Step 1. Warming up

Come up with some proverbs for the students to put them into Chinese.

Recitation is of the first importance in any language learning!

Practice makes perfect! …

What do you learn from the above proverbs?

Step 2. Presentation

Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.

Step 3. Exhibition

Show on the whiteboard a writing.

高中英語教學設計模板 篇5

高中英語古詩教案篇1

教材分析：

教材分析本單元是對英語中一般現(xiàn)在時句型的擴展和練習，學生可以運用所學語言討論動物習性這一真實語言情景，將語言變得生活化、情境化，從而掌握一般現(xiàn)在時的各種句式。本課沒有偏詞難句，主要的語言功能就是讓學生會用簡單的句式介紹和描述動物的習性。

學情分析：

小學生都具有好奇、好玩、好動、好表現(xiàn)、好表揚等心理特點，同時對新奇的事物非常感興趣。同時，六年級學生也具備了一定的合作能力和參與意識，在一定的情境中，學生能夠積極的參與、大膽表達、勇于合作，展現(xiàn)出良好的學習氛圍。

教學目標：

《小學英語課程標準》強調(diào)指出：“英語教學要重視對學生實際語言運用能力的培養(yǎng)，重視學生的學習方式和任務型的教學途徑，發(fā)展學生的綜合語言運用能力?！?根據(jù)以上要求及對學生實際情況的分析，我制定了如下教學目標。

(一)知識與技能：引導學生運用一般現(xiàn)在時的句子介紹動物習性。

(二)過程與方法：學生通過小組合作，組內(nèi)討論，組間交流，培養(yǎng)學生自主學習和運用語言的能力。

(三)情感態(tài)度與價值觀：通過了解動物與人類的和諧關系，激發(fā)學生熱愛動物的情感和自覺保護動物的意識。

教學策略：

(一)教學方式與學習方式 [教學方式：“任務型”教學方式 學習方式：自主探究、合作交流] 本課的設計中，我運用了“任務型”教學方式，要求學生通過表達、詢問、解釋、溝通、交涉、協(xié)商等多種語言活動形式來完成任務，同時注重英語中聽、說、讀、寫各項基本技能的訓練;英語課程標準強調(diào)重視學生實際語言運用能力的培養(yǎng)，倡導體驗、實踐、參與、合作與交流的學習方式。學生將在“任務型”教學方式的引導下，在自主探究與合作交流中學習和運用語言。

(二)評價方式 [評價方式：多元性評價] 心理學家指出：學生在課堂上有獲得表揚的需要，評價的主體應該是多元性的。所以，在教學中我著眼于學生語言運用的培養(yǎng)，采用激勵性評價、師生評價、生生互評等多元性評價方式，在教學活動中充分激發(fā)學生的求知欲和表現(xiàn)欲，實現(xiàn)教學過程的化。

(三)教學手段

1、結(jié)合本課教學目標我設計了“猜謎語”、“聽音排序”、“聽音寫詞”、“動物習性的討論”、 “學說小韻詩”、“寫寫喜愛的動物”等幾項任務。

2、利用圖片，激發(fā)學生的學習興趣。

3、采用小組比賽的形式，激發(fā)學生積極參與，培養(yǎng)其集體榮譽感。

教學過程：

一、Warm up

T: Good morning, boys and girls!

Ss: Good morning, teacher!

T: Pleased to meet you!

Ss: Pleased to meet you, too!

T: Now relax yourself. Let’s listen to music.

(Play the song Old MacDonald had a farm.)

Ss: (Listen, repeat and clap.)

T: This song sounds nice. There are lots of animals in the song. Yes?

Ss: Yes!

T: Do you like animals?

Ss: Yes!

T: Now I say, you guess which animals they are. Let’s have a match between four groups. OK?

Ss: OK!

T: Number

1. They’ve got long tails. They climb trees very fast. They like bananas. What are they?

S1: They are monkeys.T: You are very clever! Group 2 can get a flag.

T: Number

2. They are tall. They’ve got long necks. What are they?

S2: They are pandas.T: Fantastic! Group 3, a flag!

T: Who can say another animal?

二、Presentation

T: So many animals! I like pandas. But I don’t like snakes. (Write on board.) What about you?

S1: I like monkeys. But I don’t like tigers.

S2: I like bears. But I don’t like dogs.

T: Good. And do you know what do pandas love? (Write the title: Unit 2 Pandas love bamboo.)Ss: (Read the title together for twice.)

T: Today we’ll discuss some animals. Let’s see what they are.(Show the pictures of animals.)

Ss: (Read and spell the words together for twice.)

三、New contents

T: These animals are lovely. You can see them on your books. Now listen to the tape, order the pictures.

T: Now I’ll check the answers. Who can tell me?

S1: Number 1 is …T: Excellent! And what do they like? Let’s listen, then you should say and write down the sentences.

T: First, which animals?

Ss: Snakes.

T: Who can repeat the sentence?

S3: Snakes love the sun.

T: Great! (Write on the board.) Read together, please.

Ss: Snakes love the sun.

T: Next, which animals?

Ss: Elephants.

T: Who can repeat?

S4: Elephants like water.

T: Can you write on board?(The same process for the other animals.)

Ss: (Read the sentences together.)

T: (Correct the mistakes.)

T: Now I say numbers, you say the sentences.

T: Who can come here and point to the pictures for us?

S2: I can. …You are very good!

四、Practice

T: Can you remember now?

Ss: Yes!

T: OK. I say, you guess. They love the sun. What are they?

S5: They are snakes.T: Very good. Now work in pairs, practice part 2.

Ss: (Work in pairs to do the practice.)

T: Who want to show your dialogue?Ss: (Several groups act out.)

T: You did a good job! Now let’s learn another animal----owl.(Read and explain the word.)

T: I’ll ask students to explain the sentences.

Ss: (Study the chant, and then say with the rhyme.)

五、Enlargement

T: Today we’ve learnt lots of animals. But which do you like? Now talk in groups: What are your favorite animals? Why?

Ss: (Talk in groups.)

T: Stop! Now write down your ideas. You can write like this: My favorite animals are …Because… T: Who want to read your sentences?

S1: …

S2: …

T: You are very lovely. We love animals, because they are our good friends. Let’s read loudly!

Ss: We love animals, because they are our good friends.

T: Again! Louder!

Ss: We love animals, because they are our good friends!

T: Well done, children! You should remember this sentence.Class is over. Goodbye, children!

Ss: Goodbye, teacher!

高中英語古詩教案篇2

一、教學內(nèi)容

1.語音：1)復習音標及字母組合[u:] u, oo; [u] u, oo, oul; 2)學習音標及字母組合[(+] ure, ua

2.語法：1)小結(jié)本單元所學to be going to+動詞原形的用法;2)小結(jié)本單元出現(xiàn)的形容詞比較等級的規(guī)則變化和不規(guī)則變化。

二、教具

錄音機;音標卡片、小黑板等。

三、課堂教學設計

1.復習值日生報告。

教師出示事先準備好的寫有形容詞原級的小黑板，要求學生迅速寫出其比較級、級形式。

2.教師出示音標卡片，復習[u:] [u]兩個元音的讀音，啟發(fā)學生分別給出含有這兩個元音的單詞。教師可將這些單詞書寫在黑板上，并用彩色粉筆寫出讀這些音的字母或字母組合。

教[(+]這個雙元音的讀音。學生初步掌握其讀音后，重復上一步驟。

3.放課文第1、2部分錄音，學生打開書跟讀，反復三遍。指導學生做練習冊習題1。

4.指導學生閱讀復習要點中例詞、例句。教師小結(jié)該要點中所列兩項語法內(nèi)容。

5.指導學生做練習冊習題。

6.布置作業(yè)

1)練習朗讀本課第1、2部分中的音標、單詞、短語和句子;2)結(jié)合書后有關語法講解，溫習本單元語法項目;3)抄寫復習要點中例句及詞語;4)完成練習冊習題。

四、難點講解

形容詞比較等級(Ⅰ)形容詞比較等級的規(guī)則變化和不規(guī)則變化。本單元只介紹單音節(jié)形容詞和少數(shù)雙音節(jié)形容詞的變化：

1)一般在詞尾加-er或-est，分別構(gòu)成比較級和級。例如： small----smaller----smallest。

2)以字母e結(jié)尾的形容詞，加-r或-st,例如：nice----nicer----nicest。

3)重讀閉音節(jié)詞尾只有一個輔音字母時，雙寫這個輔音字母，再加-er或-est。例如：big----bigger----biggest。

4)以輔音字母+y結(jié)尾的雙音節(jié)形容詞。改y為i，再加-er或-est。例如： easy----easier----easiest。

此外，少數(shù)形容詞還有不規(guī)則變化，需要認真記憶。例如：good----better----best; many----more----most等。

高中英語古詩教案篇3

教學內(nèi)容：

1.詞匯

(1)復習關于職業(yè)的詞匯：doctor, teacher, nurse, cook, fireman, driver, policeman, pilot, singer.

(2)學習生詞：astronaut, coach, actor (actress)， writer.

2.功能句型

(1)復習詢問他人職業(yè)及回答：What does he/she do? He/She is a/an …。

(2)學習詢問對方將來想要從事的工作及回答：What do you want to be when you grow up?

I want to be a/an …。

教學目標：

1.知識目標

(1)能掌握和職業(yè)相關的一些詞匯，并能在相應的功能句型中熟練運用;

(2)能在恰當?shù)那榫跋率炀氝\用關于詢問他人的職業(yè)及回答的交際用語;

(3)能在相應的情景下熟練地運用關于詢問對方將來想要從事的工作及回答的交際用語。

2.能力目標

(1)通過學習和操練，使學生能掌握本課所學關于職業(yè)的詞匯，能熟練詢問他人的職業(yè)及對將來工作的理想，并做出相應的回答;

(2)在學習過程中培養(yǎng)學生發(fā)現(xiàn)問題和解決問題的能力，提高自學能力;

3.策略目標

(1)幫助學生學會與人合作，共同完成學習任務;

(2)幫助學生學會觀察生活中標的英語，學會借助詞典來學習。

4.其他目標

(1)在學習職業(yè)名稱的過程中了解“感動中國的2021年度人物”，潛移默化地為學生樹立榜樣;

(2)在小組學習和幫助他人學習的同時，培養(yǎng)學生樂于助人，熱愛集體的良好品質(zhì);

(3)通過多種形式的游戲和活動，激發(fā)學生英語學習興趣。

教學重點：

1.重點詞匯：astronaut, coach, actor (actress)， writer.

2.重點句型：What do you want to be? I want to be a/an …。

教學難點：

1.正確朗讀和運用關于職業(yè)的詞匯。

2.正確理解、詢問對方對將來工作的理想，并能做出正確的回答。

教具準備：

1.教師準備：多媒體課件，圖片，單詞卡片，獎勵卡片;

2.學生準備：課本，筆。

教學過程：

課前介紹評價方式

Step 1: Warm up and lead in

1. Oral English

2. Sing a song: The Wheels on the Bus.

3. (課件)： Look, she is the driver of the bus. Her job is driving the bus. Do you know “job”? 板書Jobs，并介紹課題。

Step 2: Review some words

1. Free talk: What jobs do you know? (Can you act as a …?)

2. Games:

(1) Show some word cards, read and act.

(2) Act, ask and guess---What does he/she do?

Step 3: Presentation:

1. Talk about the great people in 2021.

(1) Watch the screen and think: Who are they? What are their jobs? (通過課件呈現(xiàn)“感動中國”的人物。)

(2) T: They are called the Great People in 2021. 他們是被評為“感動中國的2021年度人物中的幾個。Do you know their names?

(介紹6個人物的姓名。學生活動：介紹人物姓名，擺放相應人物的復讀機、圖片和文字介紹材料。教師示范第一個。)

(3) Watch and listen.

T: What are their jobs? Let’s listen. (課件錄音完整介紹6個人物的工作和業(yè)績。)

2. Learn the new word by the students themselves.

(1)示范pair work: Listen, look, match and read. (示范過程中學習生詞：coach---c-oa-ch---coach)

(2)學生自學單詞，合作完成練習。

T: OK. Boys and girls take out your paper and practice with your partner, please. If there are some new words for you, you can use your dictionary(出示字典)， go to listen to the tape or teach each other.

(學生活動：自學不會的單詞，合作完成練習。)

(3)學生組內(nèi)練習介紹一個人物。(學生活動：選擇一至兩個人物在組內(nèi)練習介紹。)

3. Introduce them in the front.

T: Who wants to come here and introduce one of them to us? Please listen carefully and check your answers.(學生活動：自愿前來介紹一個人物。)

要求：介紹以后要板書圖片;離人物介紹大圖較近的學生可以引導用大圖片。

4. 相應單詞的練習

astronaut:

(1) Pronunciation: astronaut---an astronaut.

(2) Practice (Pass the picture and ask) What does he do? He is an astronaut.

writer:

(1) T: Can you act as a writer? 引導學生練習： writer---writer

(2) T: What other writers do you know?

actor:

(1) T: Who’s your favorite actor? (根據(jù)學生的回答介紹：actress)

(2) T: Do you want to be an actor or actress? Why?

5. Learn the sentence patterns.

(1) T: They are all the great people in China. We will always remember them. Do you want to be one of them? What do you want to be when you grow up? You can say: I want to be …。 (出示句卡，帶讀，板書)

(2) T: What about my daughter? Can you ask her?

(出示句卡，學習問句，板書) want---want to be---What do you want to be---grow up---when you grow up---What do you want to be when you grow up?

(3) 課件：播放錄音---妞妞的回答

(4) Practice: Pair work; Show in the front.

Step 4: Reinforcement --- Talk about the most popular job.

T: Excellent! You have so many wonderful dreams for your future job. What is the most popular job in our class? Let’s finish a questionnaire.

(1) Model;

(2) 小組調(diào)查;

(3) 各小組填寫結(jié)果;

(4) 匯總?cè)嗾{(diào)查結(jié)果

T: The most popular job in our class is ________. Why do you want to be a/an …?

Step 5: Summary

T: How can you make your dream to be true? What can you do for your dream?

Please remember: Where there is a will, there is a way. (課件呈現(xiàn))

Step 6: Homework

Talk about your dream job with your parents.

高中英語古詩教案篇4

教學目標

To learn to communicate with each other by talking about the weather. To have the ability to make a weather forecast. To analyze the relations between the weather and our environment .

IV. Emotion goal: Through the activities of talking about the weather and things around us, students show their concern for others ， the environment and our society.

教學重難點

Learn the following expressions:

How is it going? Not bad/ Great/Terrible/Pretty good

How is the weather? ---It’s raining!

What are you doing? —I’m watching TV.

教學工具

課件

教學過程

Step 1 Revision and Leading

What’s the weather like today?

How is the weather today? ---It’s…

How are you today?

How is it going ( with you)?

Not bad/ Great/Terrible/Pretty good

Look at the picture

How is the weather in Beijing?

What is he doing?

He is watching TV.

How is the weather in ..

Where do you want to go?

What’s your favorite weather?

Now you are in ….

This is ..

How is it going?

How is the weather in …

What are you doing?

Make a conversation by telephone (orally in the class )

Step 2 Practice

Look at the picture1 and picture 2

Where are they?

What are they doing?

How is the weather?

What about in picture two

The boys are Paying basketball in picture one , but they are playing baseball in Picture two.

It’s sunny in Picture 1, but it’s raining in Picture 2.

Look at the picture 3 and 4. tell us the difference of the two pictures

Step 3 Game part 4

Now let’s play a game in Part four.

The boys are Paying basketball in picture one , but they are playing baseball in Picture two.

Step 4 Homework

Do the work book

Copy words

Make a survey about the weather your father and mother like and the reason

課后小結(jié)

學了這節(jié)課，你有什么收獲?

課后習題

完成課后練習題。

板書

Unit 6 It’s raining!

高中英語教學設計模板 篇6

一、 說教材

本單元主要是圍繞生日展開教學，要求學生掌握十二個月份和序數(shù)詞的變化，以及日期和生日的表達。我上的是第二課 時 ，在第一課時中，學生已經(jīng)學習了十二個月份和序數(shù)詞，本課時主要是要求學生掌握日期的表達，以及能正確說出自己的生日， 能掌握四會句型： When’s your birthday? My birthday is on the… of … What would you like as a birthday present? I’d like …

二、 說學生

十二個月份和序數(shù)詞已經(jīng)在第一課時學習過，大多數(shù)學生掌握良好，但六年級學生在課堂上不愛表現(xiàn)自己，部分學生對于 英語學習缺少興趣。

三、 說教法

1、 游戲教學。興趣是最好的老師。在復習單詞時設計了What’s missing?的游戲，讓學生在課的一開始就感受學習的快樂，為進一步的學習做鋪墊。

2、 朗讀教學。英語是一門語言，交際是學習的目的，因此，課堂上朗讀和運用是必不可少的，教師設計了多種朗讀和練習方式，例如：小組朗讀，個人朗讀，男女對讀，同桌討論等，讓學生在有限的課堂時間內(nèi)得到最多的練習。

3 任務教學。在鞏固句型時，設計了Do a survey 的教學任務。學生在調(diào)查時能運用語言，鞏固語言知識。

四、說教學過程

1. 在課的一開始主要通過Free talk ：How many days are there in a week? How many months are there in a year? 引出復習單詞， 在復習單詞時通過詢問Which is the first/second.. month in a year來初步復習一下序數(shù)詞。接著設計了What’s missing?這個游戲來進一步復習月份，同時也激發(fā)了學生學習的積極性。之后引出句型復習： When’s your birthday? My birthday is in…。

2.通過復習句型When’s your birthday? My birthday is in…。引出我的生日在幾月幾日，以及Helen 和Jim 的生日，重點掌握序數(shù)詞，通過總結(jié)讓學生對序數(shù)詞的變化有一個整體的了解。在學生掌握序數(shù)詞的基礎上，讓學生了解日期的表達，因為學生對于單詞還不能默寫，所以日期的練習只限于口頭討論和朗讀。學生掌握了日期之后讓學生說說自己的生日，引出本課的重點句型When’s your birthday? My birthday is on the… of …。 What would you like as a birthday present? I’d like … Present

這個單詞比較難讀，是朗讀教學的重

3.通過討論練習C 部分句型進一步鞏固句型，最后設計了Do a survey教學活動，學生在調(diào)查時再次鞏固句型，并學會了用第三人陳述重點句型。

4.Assignment。書本上C部分句型圖1和圖3，從書面上鞏固所學的新句型。

高中英語教學設計模板 篇7

一、教學內(nèi)容分析

(一)知識背景及新課程、新教材

本單元圍繞考古這一主題開展聽、說、讀、寫多種教學活動。旅游作為當今社會人們最感興趣的話題在英語學習占有非常重要的位置。名勝古跡是旅游的重點內(nèi)容之一，名勝古跡中的許多發(fā)現(xiàn)都來自于考古工作。所以Archaeology也是一個非常貼近生活、具有時代性、可挖掘性的教學主題。

本單元所選的語言素材涉及中外名勝，有利于學生了解外國文化，增強世界意識。正如新課程標準中的教學建議所提:學習考古有利于"拓展學生的文化視野，發(fā)展他們跨文化交際的意識和能力";在利用現(xiàn)代教育技術觀看歷史教育片的過程中，"拓寬了學生學習和運用英語的渠道";同時本單元的教學對教師本身歷史文化修養(yǎng)、廣闊的知識面等方面有非常高的要求，體現(xiàn)了師生共同不斷更新知識結(jié)構(gòu)以適應現(xiàn)代社會發(fā)展對英語課程的要求的"與時俱進"的理念和思想。

(二)教學重點難點

1.利用已有知識談論石器時代、青銅器時代、漢朝、唐朝等時代人們的飲食起居、文化娛樂、生產(chǎn)工具等，為以后閱讀英國的《巨石王》和中華文明的起源奠定基礎。

2.調(diào)動學生的積極性，組織他們利用表達好奇功能結(jié)構(gòu)談論他們所感興趣話題。

3.聽力是這一課的難點。聽力材料介紹是古代法國人用來射箭的一種武器。材料長，對武器的結(jié)構(gòu)的解釋比較復雜。但是學生聽過材料后能夠順利地完成課本上的練習。這里不要求學生理解細節(jié)，只要能完成練習就行。

二、三維教學目標

(一)知識技能

1.學會談論古代人的生產(chǎn)、生活;

2.學會表達對什么東西的好奇，如:

I wonder what/ who… I really want to know…

I’m curious to… I’d love to know…

I wonder if/whether… What I’d really like to find out is…

I’m curious about… I’d like to know more about…

3.學習一些與考古有關單詞、短語和句式,如:archaeology及其派生詞，curiosity, bronze, dynasty,

decoration, artifact, unearth, spear, pot等。

(二)情感態(tài)度

1.讓學生了解本單元的總體學習目標，以便激發(fā)學習學習積極性。

2.從談論石器時代、青銅器時代、漢朝、唐朝等時代人們的飲食起居、文化娛樂、生產(chǎn)工具等入手使學生到中國具有悠久的歷史、燦爛的文化，增強學生的民族自豪感，愛國主義情操。增強學生學好英語自信心。

3.通過開展小組活動，指導學生積極與人合作，相互學習，相互幫助，培養(yǎng)其團隊精神。

(三)學習策略

1.認知策略:通過-ology, -ological, -ologist等詞根的學習，掌握archaeology,

archaeologist, archae- ological等詞，同時掌握同類詞的學習方法。

2.調(diào)控策略:通過聽力讓學生了解到聽力有時很難，不可求全責備?？梢圆牧险{(diào)整聽力要求。有的要聽懂細節(jié)，有的甚至要推斷隱含內(nèi)容，但有的只需要掌握大意。

3.交際策略:通過談論古代人的飲食起居、文化娛樂、生產(chǎn)工具和談論興趣等真實交際活動提高用英語交際的能力。同時讓學生了解表情、動作等非語言手段提高交際效果。

4.資源策略:讓學生了解博物館、名勝古跡和書籍資料一樣是學習的重要途徑。

(四)文化意識

1.了解英語國家對文化遺產(chǎn)保護的態(tài)度。

2.了解西方國家部分古代用具。

3.通過中外古代文化對比，加深對中國文化的理解。

三、具體教學步驟

(一)導入(Lead-in)

這一步驟的重點在于激發(fā)學生對考古學的興趣，因為一般學生認為考古沒什么有趣的。

活動方式:師生互動。教師盯著天花板的一處看30秒鐘。引起全班同學一起去看。然后問:What do you see?

學生自然會回答:Nothing.然后再問Do you know what I was looking at?學生自然會回答:No, I

don’t.然后告訴學生老師根本沒有看什么，只是做一個動作而已。再問Why did you look at there after

me?學生答不上。老師告訴學生That is because of curiosity.再問What is the word

curiosity from?

學生學過curious，所以能答上來。老師再講:根據(jù)心理學的觀點，每個人都具有對新鮮事物認識的興趣，這叫做Curiosity。然后給出一個新詞:

Archaeology(板書課題)并指出This is a new word for you. You may want to know

it.老師再問Do you think it is a course or a science?部分學生會答Yes.接著問Why do

you think it is a science?學生會說出他們學過以-ology結(jié)尾的詞。這時便可以打出幻燈片，再進行以下活動:

漢語意義名詞形容詞……學家

技術technology

生物學biology

心理學psychology

人類學anthropology

細菌學bacteriology

Physiology

Sociology

zoology

1.組織學生推出Physiology，zoology和sociology和漢語意義;

2.組織學生推出technological, technologist;

3.組織學生推出其它詞的-ological和ologist的形變;

總結(jié):學習構(gòu)詞法知識對于擴大詞匯量有非常重大的意義。

最后指出今天所學內(nèi)容是Archaeology.再問What are the goals in learning the unit?

(二)單元學習目標(Goals)

請一個學生解釋本單元學習目標(Goals),然后和全班一起關上書回憶本單元的四個學習目標。

(三)預備(Warming up)

活動形式:分組評論。談論課本上的四幅圖畫。先指出中華民族有著悠久的歷史和燦爛的文化。每年都有許多西方人到中國來旅游。如果你想為他們提供幫助，就得學會用英語談論中國古代人的飲食起居、文化娛樂、生產(chǎn)工具等。然后用What

did they eat? Where did they live? What did their homes look like?

What kind of tools did they use? What objects have we found from

their age? What kind of entertainment did they have?

談論古代人的飲食起居、文化娛樂、生產(chǎn)工具。

(四)聽力(listening)

教學形式:師生互動。播放磁帶讓學生聽第一遍，提問材料的大意。播放第二遍，讓學生完成課后練習。做聽力訓練之前的準備工作是非常重要的。

總結(jié):今天的聽力材料較難，但是同學們能很好回答課后問題這就夠了，不一定要了解那些細節(jié)，不可求全責備。根據(jù)不同制訂不同學習目標是有效學習重要環(huán)節(jié)。

(五)對話(speaking)

活動形式:組對練習。

1.發(fā)出指令，提出要求;

2.學習會話范例;

3.給對話所用句式;

4.學生組對談論興趣與建議。

四、教學時間分配

教育心理學指出新知識的學習需要一個接受的過程。本課時的主要任務為本單元的學習做好預備工作。所以要用較多的時間讓學生接受考古這一新的概念。

導入部分用8分鐘;

目標部分用3分鐘;

預備部分用5分鐘;

聽力部分用12分鐘;

會話部分用10分鐘;

最后用兩分鐘總結(jié)本課內(nèi)容和布置作業(yè)。

五、課堂板書設計

將黑板劃為左右兩塊，左邊板書教學步驟，右邊板書生詞和短語。

在英語教學中落實新課程標準，就是貫徹執(zhí)行國家教育部關于課程改革的決定。新課程標準的三維教學觀，具體到英語學科就是要整合發(fā)展學生語言技能、語言知識、情感態(tài)度、學習策略和文化意識五個方面的素養(yǎng)，培養(yǎng)學生綜合運用語言的能力。開展課堂探究是培養(yǎng)學生綜合語言運用能力的最佳手段。所以在我的教學設計里，每一個教學活動中都有情景創(chuàng)設，學生探究，學生處理問題和鞏固訓練等環(huán)節(jié).

高中英語教學設計模板 篇8

教學重難點

教學目標(這部分謝3點，按照USE的目標寫)

(1)學習建議信的結(jié)構(gòu)、語言。

(2)討論學校建筑物設計中行走不便的學生的需求。

(3)給校長寫一封建議信。

(4)繼續(xù)培養(yǎng)對殘疾人的尊重和關愛意識。

教學過程

Step 1Warming-up and lead-in (5 mins)

(1)導入

用本單元的閱讀文Marty’s story來導入，引出殘疾人的話題。

T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?

(He has a raremuscle disease.)

Yes, he’sdisabled.

But is Martyleading a miserable life due to his disability?

(No.)

He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.

(2)揭題

教師通過展示我們學校的圖片以及通過采訪班上一位曾經(jīng)有行走困難的學生，點出學校有些地方可能對行走困難學生帶來不便。然后說明教學目標：閱讀一封建議信，討論學校設施中可以改進的地方，以及寫一封給校長的建議信。

T: We are lucky tobe able-bodied and study in such a beautiful school.

But every now andthen, I find such students in our school. What are their problems?

(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)

T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?

Do you find itdifficult to walk around in our school with a walking stick?

Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?

(Yes.)

T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?

So in today’slesson, we are going to

1. read asuggestion letter

2. discussproblems with the school facilities

3. write a suggestionletter to the headmaster

2 Reading (15 min)

本課是讀寫結(jié)合的綜合語言實踐課，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表達)的模式。沒有優(yōu)質(zhì)的輸入就沒有優(yōu)質(zhì)的輸出，因此通過閱讀建議信來理解建議信的結(jié)構(gòu)、目的和寫作手法，是本節(jié)課的重要環(huán)節(jié)，是USE種的第一步U(Understanding)。

(1)學習建議信結(jié)構(gòu)。

建議信是正式信件，學生以前在課堂上沒有接觸過，因此要點出建議信的結(jié)構(gòu)。

T: This is aletter to an architect. What information can we get in this part?

(receiver’s nameand address.)

What’s this partabout?

(sender’s name /signature)

From these twoparts, we learn that this is a formal letter. So a suggestion letter is aformal letter.

It is the mostimportant part in a suggestion letter, which is called the body.

(2)通過閱讀了解主旨大意。

T：The main body can be divided into three parts. Whatare they?

(1, 2-6, 7)

T: Whats thepurpose of the 1st paragraph?

(To give thearchitect the purpose of writing the letter.)

Whats the purposeof the last paragraph?

(To persuade thearchitect to adopt her suggestions.)

(3)通過閱讀學習寫建議信策略

建議信的目的是讓人接受所給的建議，一要讓讀者對你的建議一目了然，二要讓讀者覺得你的建議有道理，樂于接受你給出的建議。因此，通過閱讀學習寫作策略是非常重要的。

a)數(shù)字和斜體的運用

T: Now, let’s cometo the concrete suggestions that Alice has made. How many suggestions doesAlice make?

Why do you thinkthe writer numbered her suggestions and used italics?

(Highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.)

So when you writea suggestion letter, you should number the suggestions and use italics.

b)具體寫建議時要結(jié)合問題和解決辦法

T: We are going tolearn some more writing strategies of writing suggestions.

How should wewrite suggestions? Let’s take a look at the first suggestion, what are theproblems for those who use wheelchair?

(the lifts are atthe back of the cinema in cold, unattractive places. As disabled people have touse the lifts, this makes them feel they are not as important as othercustomers.)

And what is thesuggested solution?

(It would be handyto have lifts to all parts of the cinema. The buttons in the lifts should beeasy for a person in a wheelchair to reach, and the doors be wide enough toenter. )

From this part, wecan see that a suggestion should consist of two parts, the problem and thesolution.

Let’s see two moreexamples. Find out the problems and suggested solutions in these two parts.

When you writesuggestions yourselves, don’t forget to write both problems and solutions.

c)運用禮貌用語

T: The thirdwriting strategy is about the the language. Suppose you were the architect,which one of these two statements do you prefer?

(Screen) I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.

You must thinkabout the needs of disabled customers.

Why? (It soundsmore polite and more acceptable.)

Exactly. When youwrite suggestions, you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.

Now let’s findsome more examples in the text.

(Screen)

It would be handyto have lifts to all parts of the cinema.

It would help tofit sets of earphones to all seats...

So I’d like tosuggest that the seats at the back be placed higher than those at the front …

For disabledcustomers it would be more convenient to place the toilets near…

And if the doorscould be opened outwards, disabled customers would be very happy.

I hope mysuggestions will meet with your approval.

Step 3Discussion(8 min)

小組討論是USE中的第二部S(Sharing)，分享。各學習小組合作學習，討論學校中哪些地方可能對行走困難學生帶來不便，積累寫作素材，為下一步的寫作做準備。

T: Now let’s comeback to our topic today. Some parts of our school are not suitable for thosewith walking difficulty. Let’s discuss:

1. What parts ofour school may cause problems for those with walking difficulty?

2. What are yoursolutions?

Step 4 Writing(15 min)

寫作是USE中的第三部E(Expressing)，表達。經(jīng)過前面的閱讀輸入，學生們已經(jīng)基本掌握了建議信的寫作手法;通過分享，學生們積累了寫作素材;因此，寫作部分由學生完成一封給校長的建議信，指出學校設計中的不足。這也是本堂課的最終目標，實現(xiàn)學生從輸入到輸出的轉(zhuǎn)化。老師在寫作后進行必要的指導，指出學生寫作中的優(yōu)點和不足。

Now that we havediscussed the problems and solutions with some school facilities, we can writea suggestion letter to our headmaster. Take out your handouts. The first partand last part are already given to you. What you have to do is write 2-3suggestions on the reconstruction of our school. When writing, do remember towrite both problems and solutions, and use polite forms.

Step 4 Emotionalattitude and values(2 min)

通過本單元Reading和UsingLanguage部分的學習，學生們有了理解、尊重、關心、幫助殘疾人的意識，因此在本節(jié)課的最后，做一個總結(jié)，也是培養(yǎng)學生情感態(tài)度價值觀的一個環(huán)節(jié)。

In this unit, wehave learned the difficulty of the disabled and how they face and conquer thedifficulty. But as able-bodies people, just making some suggestions or donatingmoney is far from enough. What else should we do?

( Care aboutdetails in their life.

Don’t look down upon them or laugh at them. )

Accept them as one of us,and invite them to join us in avariety of activities.)

高中英語教學設計模板 篇9

1.題目:MillenniumKids

2.內(nèi)容

Millennium Kids is an international youth empowerment environmental organization.

Millennium Kids HQ - Perth Western Australia is a not-for-profit organization headquartered in Perth, Western Australia, began in 1996 after a small group of Western Australian students attended the United Nations ‘Leave It To Us’ environmental conference for children in the UK. On their return from the conference, the young people were disappointed with the level of youth involvement in local environment issues and decided to set the wheels in motion for developing their own environmental conference – “Kids Helping Kids. With support from Perth Zoo, Department of Environment, Clean Up Australia, CALM and the City of South Perth a conference was born and, subsequently, their own youth-based environmental organization, Millennium Kids Inc.

The organization has international affiliates in Canada and South Africa with collaborative organization links in Indonesia and Malaysia.

Millennium Kids Australia is a registered charity with tax deductible status. Millennium Kids is run by kids, for kids, aged 10–25 years. A team of educators, mentors and sponsors support their aim to encourage young people to be leaders by being aware and active in their environment. Young people aged 18–25 can progress to leadership and training roles within the organization helping take practical action to improve their local environment.

The Millennium Kids agenda is directed by its Youth Board, with fifteen members aged between 10 and 25 years, and is supported by the United Nations Environment Program Agenda 21, Chapter 25 Declaration which states ‘national governments should pay more attention to the opinions and concerns of children regarding the environment’ and how it should be managed for future generations’.

3.要求

(1)朗讀短文

(2)設計聽力課

(3)適當板書設計

高中英語教學設計模板 篇10

閱讀是高中階段英語教學的重頭戲。閱讀教學的目的包括兩方面：一是讓學生學習并掌握一定的語言知識;二是發(fā)展一定的技能和策略，培養(yǎng)學生用英語獲取和處理信息的能力。閱讀是一個語言與思維相互作用的過程。因此，教學設計的好壞對教師的教學效果和對培養(yǎng)學生綜合運用語言的能力都會產(chǎn)生很大的影響。

教學設計的目的是獲得解決問題的最優(yōu)方法，時刻體現(xiàn)“以學生為本”的思想，以開發(fā)學生的學習潛能，促進學生的全面發(fā)展為最終目的。教師怎樣在閱讀課上既能突出閱讀理解這一中心，又能達到為學生的學習服務的目的呢?下面，談談我的一些教學實踐情況。

一、精心設計切入點，構(gòu)建有趣的學習情境

導入是承上啟下和溫故知新的必然途徑，是吸引學生注意力和激發(fā)學習興趣的教學措施，是上好一節(jié)課的重要環(huán)節(jié)。進行導入活動時，教師要根據(jù)學生的學習情況、心理特點和閱讀材料的內(nèi)容，設計能激起求知欲的導入。例如，在教學SEFC Book 2 Unit 5的“The Band That Wasn’t”一課時，我們用多媒體圖片配以相應的音樂進行導入。通過對這些圖片的提問和描述，自然導入新課話題，導入內(nèi)容與新知識聯(lián)系緊密。這樣學生就會有閱讀的興趣。

二、抓住重點，構(gòu)建積極探究的學習情境

一篇文章是一個思想連貫的語言整體，既有完整的思想，又有完整的結(jié)構(gòu)。整體呈現(xiàn)課文更有助于提高閱讀能力。仍然以“The Band That Wasn’t”一課為例，導入新課后，我們給出導讀性理解題。如，

(1)Which two musical bands are mentioned in the passage?

(2)When did “The Monkees ” break up and when did it reunite?

(3)Why was “The Monkees ” successful in the end?

讓學生速讀全文。理解大意后，我們從語篇結(jié)構(gòu)入手，梳理文章，然后依據(jù)其線索，設計內(nèi)容連貫、主體結(jié)構(gòu)突出的理解題。在閱讀理解的過程中，不同層次的閱讀測試練習題滿足了不同程度學生的需要，極大地調(diào)動了全體學生的積極主動性。

三、掌握時機，處理好語言點

生詞是閱讀中的障礙。有些生詞適宜在導入時呈現(xiàn);有些適宜在閱讀后查閱詞典;有些可以在閱讀中讓學生猜測詞義。如，本文里的“bread up”一詞，我們在閱讀中給學生呈現(xiàn)幾個相關含義的句子，讓學生在觀察語言現(xiàn)象的基礎后歸納，然后做適量練習加以鞏固。

四、展示亮點，構(gòu)建合作的學習情境

學生已熟悉了語言材料，積累了語言知識。我們不妨就本課相關內(nèi)容展開討論。討論就是交流，它能增進師生之間的了解，有利于及時發(fā)現(xiàn)學習中存在的問題，培養(yǎng)學生配合、協(xié)作的意識，使學生進行發(fā)散性和創(chuàng)造性的思維活動。討論是對閱讀材料學習的延伸，是一種有意義的信息輸出過程，是閱讀教學環(huán)節(jié)中的一個重點。在討論活動設計中，我們要善于挖掘教材中豐富的文化信息和思想內(nèi)容，所提出的問題不僅可以涉及所學課文的一般事實，同時也肩負起思想教育的功能。如，本文我們設計了這樣的討論題“Do you think Listening to music is good when you are studying?”和“Why or why not?”我們鼓勵學生發(fā)表自己的見解，為學生創(chuàng)設自由、寬松的討論氛圍，讓每個小組組織自己的語言，然后讓各組代表發(fā)表自己的看法，充分調(diào)動學生的參與、合作意識，培養(yǎng)學生的創(chuàng)造性，使其將所學的語言知識轉(zhuǎn)化為語言交際能力。課后讓學生把討論的內(nèi)容寫成書面表達，為本節(jié)課畫上一個圓滿的句號。

總之，在整個閱讀教學過程中，始終突出“導演”與“演員”的位置關系。使學生的知識與能力得到和諧、統(tǒng)一的發(fā)展，達到提高學生綜合運用語言能力的最終目的。

高中英語教學設計模板 篇11

教學準備

教學目標

Teaching Objectives

1. Students are able to learn more about nonverbal humour as well as Charlie Chaplin through network-based.

2. Students are able to get the gen eral idea and detailed information of the passage by skimming, scanning as well as interpreta tion and appreciation.

3. Students will learn to face difficulties in life with optimism and humour as well as learn to cooperate with others in groups.

教學重難點

Teaching difficult points

1. How to guide students to search for and sort out related information according to the assigned task through the Internet.

2. How to cu ltivate students’ learning ability through teamwork based on network.

Teaching important points

1. Help students to get the general idea and detailed information of the text effectively by skimming and scanning.

2. Help students to analyze the reasons for Charlie Chaplin’s success by interpreting the key sentences and get them inspired.

教學過程

Step 1

Lead-in(3 mins)

1.Students’ Activities：

2.The Purpose of Activities

Students are to appreciate a video clip performed by Mr. Bean.

Students will be guided to acquire the form of nonverbal humour in a vivid way,

thus eage r to learn about the main character of the text with interest.

Step 2

Network-based Interactive Learning(25 mins)

1.Students’ Activities

(1).Students are divided into five groups to search for and sorted out the related information according to the assigned task online

(2)A representative of each group is to share the information with the others.

2.the Purpose of Activities

Students will develop their ability to effectively sort out information on the Internet throug h group cooperation as well as feel a sense of achievement by their oral presentation.

Step3 Text-based Reading(17 mins)

Students’ Activities 1. Students are to read the text quickly, and then answer the questions according to the text. 2. Read Paragraph 3 carefully, and then answer the question ---Why did “the little tramp”become Charlie Chaplin’ famous character ?3. Read Paragraph 4 and fill in the blanks

。4. Find out the sentences that can account for Charlie Chaplin’s success from the text.

2.The Purpose of Activities

(1)Students will get the general idea as well as the structu re of the text by skimming.

(2)Students will get the detailed information and have a deeper understanding of the text.

(3) Students will get inspired while analyzing the secret to Charlie Chaplin’s success by interpre ting and appreciating some key sentences in the text.

課后習題

Step 5 Homework

1. Students are to read the text carefully again and underline the phrases and sentences difficult to understand after class.

2. Write a summary (about 130 words).

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